Childminder in Redcar and Cleveland

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children enjoy their time with the childminder. They respond warmly to her and to the welcoming environment. Children form a secure attachment with the childminder. They become confident in the care of the childminder. For example, children greet visitors with enthusiasm. Children share what they are doing, such as looking at books, and they have conversations with the visitors.

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The provision is good

Children are inquisitive and show enjoyment. They become absorbed in their learning as they play with toys that spark their interest and curiosity. For example, children become engrossed in playing with wooden building blocks. They build with them and discover that they fit inside each other. The childminder extends their learning. She talks about the pictures on the blocks and the written numbers.

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The provision is good

Children are well behaved. The childminder is a good role model and is kind and thoughtful as she speaks to them. Children understand the ground rules that the childminder sets, and they learn to keep themselves safe. For example, they know when they go out to the car that they stand on the drain cover while the childminder locks the door to the house. Parents say that they feel confident when children are in the care of the childminder.

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need to do better?

n The childminder assesses children's development effectively. She offers them challenging play opportunities that enable them to build on their learning. She acts quickly to close any potential gaps in children's learning. For example, she liaises with parents when she identifies delays in communication. This helps parents to use the same strategies at home that the childminder uses in the setting. This provides consistency for children, and they make good progress. n The childminder enhances children's experiences and provides opportunities for them throughout the day. She places high priority on children developing skills, including early reading and writing. For instance, she uses storybooks on a one- to-one basis with children, and they can choose books to look at on their own. Young children enjoy looking at the pictures and learn how to carefully turn the pages. This contributes towards giving children a strong start to their education

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need to do better?

and prepares them well for their future lives. n The childminder is clear about how her activities support children in taking their next steps in learning. For example, she describes how painting activities help children develop control of their hand muscles. However, in some adult-led activities, the childminder is too prescriptive in what children need to do, rather than allowing children to work out how to do it for themselves. In her enthusiasm, the childminder sometimes jumps in too quickly to do things for children.

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need to do better?

1 February 2022 n Parents do not enter the setting due to the COVID-19 pandemic, to keep children safe. However, the childminder shares information with parents when they collect their children and via online applications. This keeps them up to date about their children's progress. Parents state that they are extremely happy with the care provided. They acknowledge that the childminder works hard to create a warm, welcoming and homely environment. n The childminder has effective links with the nursery school. They share relevant information about children. Children learn about the wider world. Frequent visits to collect children from nursery school deepen children's understanding of the outside world. They begin to understand what it will be like when they start at nursery. The childminder looks at different festivals with children. They learn about Chinese New Year and that people celebrate new year at different times

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need to do better?

around the world. n Overall, the childminder helps children to be prepared for school. Children learn to feed themselves at mealtimes. They understand that they need to wash their hands when they have their nappy changed or use the toilet. Children understand how to take their coat off when they come in from nursery. However, the childminder does not consistently encourage children when they get changed to undress and dress themselves. This does not help them be prepared for when they are at school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder does child protection training. This helps her to understand fully how to protect the children in her care from harm. She is knowledgeable about wider issues that can affect children, such as developing extreme views and behaviours. The childminder knows how to report any concerns about children to relevant professionals. Her child protection policy also reflects this. The childminder ensures that her home is a safe and clean environment for children to access. The premises are secure so that children cannot leave unsupervised and unwanted visitors cannot gain access.

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should:

n give children enough time to process their thoughts, to help them to work things out for themselves and to express their ideas n increase opportunities for children to be fully independent, such as learning to undress and dress themselves, in preparation for school.

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Setting details

Unique reference number 2565283 Local authority Redcar and Cleveland Inspection number 10214619 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in Ormesby, Middlesbrough. She operates all year round from 8am until 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in the evaluation of the provider. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector carried out a joint evaluation of an activity with the childminder. n Discussions were held with the childminder. A sample of documentation was viewed by the inspector, including evidence of the childminder's and household members' suitability. n A tour was taken of the home, and the inspector spoke to children during the inspection. n The inspector took account of written feedback from parents for the inspection.

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Inspection activities

1 February 2022 We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

1 February 2022 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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